<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782023000100208</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782023280017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino remoto não é &#8220;ensino&#8221;?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿LA ENSEÑANZA REMOTA NO ES &#8220;ENSEÑANZA&#8221;?]]></article-title>
<article-title xml:lang="en"><![CDATA[Is remote teaching not &#8220;teaching&#8221;?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Talita Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782023000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As disputas pela significação de ensino em um cenário de pandemia que inviabilizou a realização presencial das atividades escolares mobilizaram a escrita deste texto que tem como objetivo provocar reflexões sobre o que está sendo entendido por &#8220;ensino&#8221; quando o &#8220;ensino remoto&#8221; é significado como algo &#8220;menor&#8221; do que o presencial. Aportes pós-estruturais sustentam o argumento de que essas disputas articulam concepções realistas de conhecimento e projetam uma ideia genérica e idealizada de totalidade e de igualdade, além de favorecerem a produção de esquemas normativos que organizam as formas de pensar a escolarização. Tentativas de controle sobre aquilo que pode ser ensinado/aprendido, gerando constrangimentos para que docentes e estudantes se percebam como alteridade e se realizem como presença. Sem a pretensão de oferecer soluções definitivas, são apresentadas reflexões que decorrem de interpretações sobre os processos de ensinar e aprender suscitadas pelos aportes pós-estruturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Disputas por el sentido de enseñanza, en un escenario de pandemia que imposibilitó la realización presencial de las actividades escolares, movilizó la redacción de este texto que pretende provocar reflexiones sobre lo que se entiende por &#8220;enseñanza&#8221; cuando la &#8220;enseñanza remota&#8221; es entendida como algo &#8220;menor&#8221; que la enseñanza presencial. Aportes posestructurales sostienen el argumento de que estas disputas articulan concepciones realistas del saber y proyectan una idea genérica e idealizada de totalidad, de igualdad, además de favorecer la producción de esquemas normativos que organicen los modos de pensar la escolarización. Intentos de controlar lo que se puede enseñar/aprender, creando restricciones para que profesores y alumnos se perciban a sí mismos como alteridad, como presencia. Sin pretender ofrecer soluciones definitivas, se presentan reflexiones que resultan de interpretaciones de los procesos de enseñanza y aprendizaje planteadas por aportes postestructurales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The disputes over the meaning of teaching in a pandemic scenario that made it impossible to carry out school activities in person mobilized the writing of this text which aims to provoke reflections on what is being understood by &#8220;teaching&#8221; when &#8220;remote teaching&#8221; is meant as something &#8220;inferior&#8221; than the face-to-face one. Post-structural contributions support the argument that such disputes articulate realistic conceptions of knowledge and project a generic and idealized idea of totality, of equality, in addition to favoring the production of normative schemes that organize the ways of thinking about schooling. Attempts to control what can be taught/learned, creating constraints for teachers and students to perceive themselves as otherness, themselves as presence. With no intention of offering definitive solutions, the reflections presented are the result from interpretations of teaching and learning processes that stem from post-structural contributions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[pós-estruturalismo]]></kwd>
<kwd lng="pt"><![CDATA[vazio normativo]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[posestructuralismo]]></kwd>
<kwd lng="es"><![CDATA[vacío normativo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[post-structuralism]]></kwd>
<kwd lng="en"><![CDATA[normative void]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
</kwd-group>
</article-meta>
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